Marie's+LMF+Analysis

//Learning Motivation and Fun//
 //View// the assignment page //for a more detailed explanation of this project.

In this exercise, you'll collect data from our database of interviews about fun and learning. Use this template and the data to create 5 generalizations for what you observed. Your generalizations should answer the questions//


 * //What makes learning fun and engaging?//
 * //What are the implications for your own teaching and design work//

3) High school students almost universally reported that physical activity was an element in the experiences they called "fun".//** //Bill W, for example described learning beginning archery skills at boy scout camp. Sallie Forth recalled a social studies class in which "we recreated in chicken wire and paper mache the battlefield at Shiloh and spent several class periods reconstructing the events there." All together there were 24 experiences that took place during high school years and all but 1 included physical activity. In most cases (19 out of 24) these activities also required creative or critical thinking.//
 * //Example:

What are your 5 generalizations?
= 2. Similarly to competitiveness, there was an age group difference with regard to the richness of the experience, with individuals recalling the experience more frequently when the experience contained colorful media or took place outdoors. The groups that mentioned a fun learning experience occurring in the 2-29 year age groups had an overall average of 61% of recall of that experience as being fun. This could again either indicate that people under the age of 30 enjoy learning experiences that are colorful or occur outdoors, or it may indicate that learning experiences for youngsters are more often designed to be colorful or to be performed outdoors. 3. Almost all age groups recalled that their fun learning experience was due to a high amount of activity involved in the experience. In each of the age groups, their memory of a learning experience contained elements of high activity in at least 50% of the cases. It would appear that people feel that a learning experience would be more memorable if they felt that they were actually participating in the experience and not just bystanders. 4. A low number of people interviewed recalled fun learning experiences that were mainly under the instructors control (80% and above). More people seemed to enjoy or recall a fun learning experience in which they could control the learning to some extent. This effect was similar across all age groups and genders. Designing learning experiences in which the participants have some control over their learning may make the learning more conducive, if not more memorable. 5. Both males and females seemed to enjoy their learning experience equally with regard to whether there was high social recognition, but the males did not tend to recall as many experiences as fun if they had low social recognition. Women still appeared to enjoy the experience despite there being a presence of low social recognition. = = =
 * 1. The factor of competitiveness may become less important as people mature. People recalled a more competitive learning experience in their younger years than in their older years. The following percentages were found in the following age groups: the age 2-9 years through 20-29 years had an average of 24.5%, while the 40 and over age groups had an overall average of 8% that recalled a fun learning experience that was competitive in nature. However, it is not clear if competitiveness is just a natural trait of game play with younger groups and not necessarily that the competitiveness was part of what made the situation fun and memorable.